Summary: In this episode of the TeacherCast Podcast, we welcome author and CEO of the 95 Percent Group, Susan Hall on the program to discuss the importance of Literacy Intervention in the primary grades. Check out Susan’s new book “10 Success Factors for Literacy Intervention: Getting Results with MTSS in Elementary Schools” available from <a href="http://www.ascd.org/Publications/ascd-authors/susan-hall.aspx">ASCD</a>.<br> <a class="easyazon-link" href="https://www.teachercast.net/product/1416626174/US/teach00-20/?cart=y" target="_blank" rel="nofollow noopener"></a>In this episode, we discuss:<br> <br> How to support young readers as they develop their literacy skills<br> When parents suspect a reading issue what can they do?<br> <br> Susan advises parents to trust your instincts<br> Ask questions at school such as “Which reading group is my child in?”<br> Ask about assessments, whether there are small groups for those who are struggling, what systems are in place to assist teachers with small group instruction, etc<br> <br> <br> What is the state of literacy in today’s elementary schools?<br> <br> The US is about in the middle of the 37 developed countries<br> This just is not good enough – we should be in the top tier<br> <br> <br> What should we be doing to help our students learn how to read?<br> <br> Schools need to make early literacy a priority. <br> Teachers need the knowledge and resources to help teach ALL students to read.<br> <br> <br> 10 Success Factors for Literacy Intervention:<br> <br> #1 – Students who are getting extra help should be grouped by skill deficit<br> #2 – It’s important to take a few moments to diagnose why the student can’t read<br> <br> Parents have the ability to ask for assessments<br> <br> Does my child’s school assess all students with early literacy assessments 3 times a year (like well baby check-ups)?<br> How did my child score?<br> <br> <br> <br> <br> #3 – Use a “Walk to Intervention Model” – When small-group interventions are offered, the best approach is for children to leave their homeroom and be placed in specific skill groups that are shared across the grade level with plenty of instructors. The students furthest behind should be in small groups of no more than 5 students. This is more effective than having 1 or 2 groups in a classroom and the rest of the students working alone during this time.<br> #4 – Use an appropriate assessment to monitor progress<br> <br> 1-2 min assessment every few weeks to check to see if students are on progress<br> Chart the progress to see if the student is on an effective trajectory to reach benchmark.<br> These progress monitoring charts can be shared with parents<br> <br> <br> #5 – Flood the intervention time with extra help<br> #6 – Use intervention time wisely<br> <br> There is an urgency to catch a student up as early as possible<br> <br> <br> #7 – Be aware of what makes intervention time work<br> <br> Teachers need to understand what makes a lesson work (or not work)<br> <br> <br> #8 – Provide teachers with good intervention lessons<br> #9 – Invest in Professional Development<br> #10 – INspect what you EXpect<br> <br> Principal walkthroughs during intervention times<br> Being an active part of the process<br> <br> <br> <br> <br> <br> About our Guest<br> Susan L. Hall, EdD. is Cofounder and CEO of an educational company called 95 Percent Group Inc. The company’s mission is to help teachers and administrators identify and address the needs of struggling readers. 95 Percent Group provides professional development, diagnostic assessments, and instructional materials so teachers have the knowledge base and tools to improve...
